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Artigo em Inglês | MEDLINE | ID: mdl-34299907


Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers' (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers' motivating style had a significant positive relation with students' autonomous motivation, both at the student level and the class level, and teachers' controlling style had a significant positive relation with students' controlled motivation and amotivation at both levels. However, in terms of students' physical activity levels, students' gender, the lesson topic, and teachers' controlling style seemed to be more decisive than students' motivation and teachers' motivating style.

Motivação , Educação Física e Treinamento , Adolescente , Criança , Exercício Físico , Humanos , Autonomia Pessoal , Professores Escolares , Estudantes
PLoS One ; 10(12): e0144008, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-26641454


This paper investigates teachers' and students' perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a 'book behind glass'. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers' and students' understanding of the full potential of this kind of technology in education.

Computadores de Mão , Aprendizagem , Aplicativos Móveis , Ensino/métodos , Feminino , Humanos , Masculino
J Occup Environ Med ; 55(11): 1276-80, 2013 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-24164768


OBJECTIVES: Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on undergraduate students' self-efficacy and knowledge in the subject matter. METHODS: Pre-, in-between, and posttraining tests were used to assess self-efficacy and knowledge building of 261 third-year medical students on occupational health issues. Determinants of self-efficacy and knowledge were also identified. Repeated measurement data were analyzed with multilevel statistical procedures. RESULTS: The level of self-efficacy and knowledge in occupational medicine increased after the training. Students who frequently attended the lectures scored significantly higher than sporadic attendees. There was no relation between the level of self-efficacy and the final knowledge score. CONCLUSIONS: Teaching with the new occupational medicine module was effective. Lecture attendance is an important determinant of self-efficacy and performance. Self-efficacy was not associated with knowledge score. Encouraging classroom participation may enhance student achievement.

Educação de Graduação em Medicina/métodos , Conhecimentos, Atitudes e Prática em Saúde , Medicina do Trabalho/educação , Autoeficácia , Estudantes de Medicina/psicologia , Avaliação Educacional , Feminino , Humanos , Masculino , Saúde do Trabalhador/educação , Avaliação de Programas e Projetos de Saúde